Framing Teacher Educator Engagement in an Online Environment

Janet Dyment, Jill Downing, Yoshiko Budd

    Research output: Contribution to journalArticleResearchpeer-review

    9 Downloads (Pure)

    Abstract

    In this conceptual paper, we draw upon Pittaway’s (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators’ engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators’ engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers
    Original languageEnglish
    Pages (from-to)134-149
    Number of pages16
    JournalAustralian Journal of Teacher Education
    Volume38
    Issue number1
    DOIs
    Publication statusPublished - 2013

    Fingerprint

    educator
    teacher
    learning method
    Teaching
    education
    learning environment

    Cite this

    Dyment, Janet ; Downing, Jill ; Budd, Yoshiko. / Framing Teacher Educator Engagement in an Online Environment. In: Australian Journal of Teacher Education. 2013 ; Vol. 38, No. 1. pp. 134-149.
    @article{09afb2f895cb41c3b0b23021590b2e85,
    title = "Framing Teacher Educator Engagement in an Online Environment",
    abstract = "In this conceptual paper, we draw upon Pittaway’s (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators’ engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators’ engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers",
    author = "Janet Dyment and Jill Downing and Yoshiko Budd",
    year = "2013",
    doi = "10.14221/ajte.2013v38n1.6",
    language = "English",
    volume = "38",
    pages = "134--149",
    journal = "Australian Journal of Teacher Education",
    issn = "0313-5373",
    publisher = "Edith Cowan University",
    number = "1",

    }

    Framing Teacher Educator Engagement in an Online Environment. / Dyment, Janet; Downing, Jill; Budd, Yoshiko.

    In: Australian Journal of Teacher Education, Vol. 38, No. 1, 2013, p. 134-149.

    Research output: Contribution to journalArticleResearchpeer-review

    TY - JOUR

    T1 - Framing Teacher Educator Engagement in an Online Environment

    AU - Dyment, Janet

    AU - Downing, Jill

    AU - Budd, Yoshiko

    PY - 2013

    Y1 - 2013

    N2 - In this conceptual paper, we draw upon Pittaway’s (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators’ engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators’ engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers

    AB - In this conceptual paper, we draw upon Pittaway’s (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators’ engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators’ engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers

    U2 - 10.14221/ajte.2013v38n1.6

    DO - 10.14221/ajte.2013v38n1.6

    M3 - Article

    VL - 38

    SP - 134

    EP - 149

    JO - Australian Journal of Teacher Education

    JF - Australian Journal of Teacher Education

    SN - 0313-5373

    IS - 1

    ER -